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Unit 2 – Foundations of curriculum

The document discusses the philosophical foundations of curriculum, including four major philosophies - idealism, realism, pragmatism, and existentialism. It also covers four educational philosophies - perennialism, essentialism, progressivism, and reconstructionism. The philosophies differ in their views of reality, knowledge, values, the teacher's role, and emphasis on learning and curriculum. For example, idealism sees reality as spiritual/moral, knowledge as recalling ideas, and values knowledge based subjects. Realism views reality as objective, knowledge as derived from senses/reason, and values a hierarchy of subjects.

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Unit 2 – Foundations of Curriculum Slide 1
Curriculum Philosophical Foundations of Curriculum Psychological Foundations of Curriculum Social Foundation of Curriculum Historical Foundation of Curriculum Slide 2
Philosophical Foundation Topic Outline:  Philosophy  Importance  4 Major Philosophies  Educational Philosophies Slide 3
Define Philosophy The word philosophy-Greek word: 1. “philos” = “love” 2. “sophi” = “wisdom.” (means Love of wisdom) Slide 4
 Philosophy reflected by a school & its officials influences its: a. Goals/aims b. Contents c. Organization of its curriculum Importance of philosophy in the curriculum making Slide 5
Importance of philosophy in the curriculum making Philosophy deals with:  Aspects of life  problems & prospects of living  Thoughts & facts Slide 6
Philosophy and Curriculum  Philosophy provides educators, with a framework for organizing schools & classrooms. Slide 7
Philosophy and Curriculum  It helps answer : o What school are for? o What subjects are of value? o How students learn? o What methods & materials to use? Slide 8
Philosophy and the Curriculum Worker  Life Experiences  Common Sense  Social & Economic Background  Education  General Beliefs Slide 9
The 4 Major Philosophies 1) Idealism 2) Realism 3) Pragmatism 4) Essentialism
1. IDEALISM  oldest systematic PHILOSOPHY in Western culture, a belief that matter is an illusion,and that reality is that which exists mentally. (Ozmon and Craver 2008) 1 Slide 11
1. IDEALISM  This philosophy begins with PLATO (428-347 B.C.E). (Orstein and Levine 2011) 2 Slide 12
1. IDEALISM EMPHASIS Moral and spiritual reality as the chief explanation of the world and considers moral values absolute, timeless and universal.3 Slide 13
1. IDEALISM Teacher’s Role: • Teachers would act as role models of enduring values. 4 Slide 14
1. IDEALISM School Setting must be: • Highly structured & advocate ideas that demonstrate enduring values • The materials used, great works of literature/scriptures5 Slide 15
1. IDEALISM Teacher’s Task: • bring latent knowledge to consciousness • Learning involves recalling & working w/ ideas. • Education is properly concerned w/ conceptual matters 6 Slide 16
1. IDEALISM Idealist educator prefers: • Order & pattern of subj. matter • Recognize relationships & integrate concepts to each other 7 Slide 17
1. IDEALISM In this vein, curriculum is HEIRARCHICAL, constitutes cultural heritage of mankind, based on learned disciplines, illustrated by LIBERAL ARTS CURRICULUM. 8 Slide 18
Hierarchy of Curriculum General/Abstract Subject; Philosophy & Theology Math Natural Sciences Physical Sciences History & Literature Language9 Slide 19
Idealist: Considers CLASSICS to be the ideal subject matter, because the curriculum can be fixed and will not vary w/time.. 10 Slide 20
2. REALISM • Realist views the world in terms of OBJECTS & MATTER. People can come to know the world through their SENSES & their REASON. • Everything is derived from nature and is subject to its laws.1 Slide 21
2. REALIST CURRICULUM • Organized, separate subject matter, content, & knowledge that classifies objects. • Reality & Truth comes from both SCIENCE & ART 2 Slide 22
2. HIERARCHY OF CURRICULUM Basic Education 3 “Rs” Lower Order Top General & Abstract Subject Logic & Lessons Reading Writing Concepts & Systems Arithmetic 3 Slide 23
3. PRAGMATISM  mainly an American philosophy Also referred to as experimentalism  based on CHANGE, PROCESS & RELATIVITY.1 Slide 24
3. PRAGMATISM  Learning occurs as the person engages in the PROBLEM SOLVING.  Knowing is considered as TRANSACTION between learner & environment, both that are constantly changing as well as transactions or experiences. 2 Slide 25
3. TO a PRAGMATIST…..  nothing can be viewed intelligently except in relation to a PATTERN.  The WHOLE affects the PARTS, and the PARTS and the WHOLE are all RELATIVE. 3 Slide 26
3. TO a PRAGMATIST….. Teaching is more EXPLORATORY than EXPLAINATORY. The method is more important than the subject matter.4 Slide 27
3. TO a PRAGMATIST…..  consider teaching & learning to be a process of restructuring experience according to scientific method.  Learning takes place in an active ways of learning, either individually/groups, to solve problems 5 Slide 28
3. TO a PRAGMATIST….. It is most important to acquire the method or process solving problems in an intelligent manner.6 Slide 29
4. EXISTENTIALIST • mainly a European philosophy • According to Existentialist philosophy, PEOPLE are thrust into a number of choice-making situations that leads to personal self- definition. 1 Slide 30
4. EXISTENTIALIST PREFER • Free learners to choose what to study. • The curriculum would avoid systematic knowledge/structured disciplines, and the students would be free to select from any available learning situations. 2 Slide 31
4. EXISTENTIALIST BELIEVE • the most important kind of knowledge is about human condition and the choices that each person has to make, • and that education is a process of developing consciousness about the FREEDOM TO CHOOSE and the meaning of and RESPONSIBILITY for one’s CHOICE. 3 Slide 32
4. EXISTENTIALIST CURRICULUM  Subjects that are emotional, aesthetic, and philosophical Literature, drama, film making, art & so on…are important because they portray the human condition & choice-making conditions.4 Slide 33
4. EXISTENTIALIST CURRICULUM  Would stress self-expressive activities, experimentation, & methods & media that illustrate emotions, feelings, and insights. Classroom would be rich in materials that lend themselves to self-expression.  & the school would be place in w/c the teacher & students could pursue DIALOGUE & DISCUSSION about their LIVES & CHOICES. 5 Slide 34
Overview of Major Philosophies Philosophy Idealism Realism Pragmatism Existentialism Reality Spiritual, moral, or mental; unchanging Based on natural laws; objectives and composed of matter Interaction of individual w/ environment; always changing Subjective Knowledge Rethinking latent knowledge Consisting of sensation & abstraction Based on experience; used of scientific method Knowledge for personal choice Slide 35
Philosophy Idealism Realism Pragmatism Existentialism Values Absolute & eternal Absolute & eternal; based on natural laws Situational & relative; subject to change & verification Freely chosen; based on individual’s perception Teacher’s Role To bring latent knowledge & ideas to consciousness; to be a moral & spiritual leader To cultivate rational thought; to be moral & spiritual leader; to be source of authority To cultivate critical thinking & scientific process To cultivate personal choice & individual self- definition Emphasis on Learning Recalling knowledge & ideas, abstract thinking as the highest form Exercising the mind; logical & abstract thinking are highest form Methods for dealing w/ changing environment & scientific explanations Knowledge & principles of human condition; acts of choice making Slide 36
Philosophy Idealism Realism Pragmatism Existentialism Emphasis on Curriculum Knowledge based; subject based; classics or liberal arts; hierarchy of subjects; PHILOSOPHY, THEOLOGY; & MATHEMATICS are important Knowledge based; subject based; arts and sciences; hierarchy of subjects; humanistic & scientific subjects No permanent knowledge or subjects; appropriate experiences that transmit culture & prepare individual for change; problem solving topics Choices in subject matter, electives; emotional, aesthetic, & philosophical subjects Slide 37
Educational Philosophies •Perennialism •Essentialism •Progressivism •Reconstructionism Slide 38
1. Perennialism Aim of Education – To educate the rational person; to cultivate the intellect. Role of Education – Teachers help students think with reason. Focus in the Curriculum – Classical subjects, literary analysis and curriculum constant. Curriculum Trends – Use of great books and return to liberal. Slide 39
2. Essentialism Aim of Education – To promote the intellectual growth of the individual and educate a competent person. Role of Education –– The teacher is the sole authority in his or her subject area or field of specialization. Focus in the Curriculum – Essential skills of the 3 R’s and essential subjects. Curriculum Trends – Excellence in education, back to basics and cultural literacy. Slide 40
3. Progressivism Aim of Education – To promote democratic and social living. Role of Education – Knowledge leads to growth and development of lifelong learners who actively learn by doing. Focus in the Curriculum – Subjects are interdisciplinary, integrative and interactive. Curriculum is focused on students’ interest, human problems and affairs. Curriculum Trends – School reforms, relevant and contextualized curriculum, humanistic education. Slide 41
4. Reconstructionism Aim of Education – To improve and reconstruct society. Education for change. Role of Education – Teachers act as agents of change and reform in various educational projects including research. Focus in the Curriculum – Focus on present and future trends and issues of national and international interest. Curriculum Trends – Equality of educational opportunities in education, access to global education. Slide 42
Overview of Educational Philosophies Educational Philosophy Perennialism Essentialism Progressivism Reconstructionism Philosophical Base Realism Idealism, Realism Pragmatism Pragmatism Aim of Education To educate the rational person; to cultivate the intellect To promote the intellectual growth of the individual; to educate the competent person To promote democratic, social living To improve & reconstruct society; education for change & social reform Slide 43
Educational Philosophy Perennialism Essentialism Progressivism Reconstructionism Knowledge Focus on past and permanent studies; mastery of facts & timeless knowledge Essential skills & academic subjects; mastery of concepts & principles of subject matter Knowledge leads to growth & development; a living- learning process; focus on active & relevant learning Skills & subjects needed to identify & ameliorate (improve) problems of society; learning is active & concerned w/ contemporary (same age/time) & future society Role of Education Teacher helps students think rationally; based on Socratic Method, oral exposition; explicit teaching of traditional values Teacher is authority in his/her subject field; explicit teaching of traditional values Teacher is a guide for problem solving & scientific inquiry Teacher serves as an agent of change & reform; acts as a project director & research leader, helps students becomes aware of problem confronting humankind Slide 44
Educational Philosophy Perennialism Essentialism Progressivism Reconstructionism Curriculum Focus Classical subjects; literary analysis; constant curriculum Essential skills (three Rs) & essential subjects (ENGLISH,SCIENCE,HIS TORY,MATH & FOREIGN LANGAUGE Based on student’s interest; involve in the application of human problems & affairs; interdisciplinary subject matter; activities & projects Emphasis on social sciences & social research methods; examination of social, economic & political problems, focus on present & future trends as well as on national & international issues Related Curriculum Trends Great Books; Paideia Proposal Back to basics; excellence in education Relevant curriculum; humanistic education; radical school reform Reconceptualism; equality of educational opportunity Slide 45
Psychological Foundations of Curriculum Slide 46
Topic Outline: •Importance of psychology •Major groups of Learning Theories •Overview of Learning Theories/Principles Slide 47
Importance of Psychology to Curriculum Psychology provides: • a basis for understanding the teaching and learning process • theories and principles that influence teacher-student behavior within the context of the curriculum. Slide 48
Three Major Groups of Learning Theories 1. Behaviorist 2. Cognitive 3. Humanistic/Phenomenological Slide 49
1. Behaviorist Psychology Consider that learning should be organized in order that students can experience success in the process of mastering the subject matter. Slide 50 1
1. Behaviorist Psychology The method is introduced in a step by step manner w/ proper sequencing of task w/c is viewed as simplistic and mechanical. Slide 51 2
1. Behaviorist Psychologist Slide 52 3
1. Behaviorist Psychologist Psychologist Major Theory/Principle 1. Edward Lee Thorndike Law of Effect 2. Ivan P. Pavlov & John B. Watson Classical Conditioning 3. Burrhus Frederic Skinner Operant Conditioning Slide 53 4
2. Cognitive Psychology Focus their attention on how individuals process information and they monitor and manage thinking Slide 54 1
2. Cognitive Theorists Believed that learning constitutes a logical method for organizing & interpreting learning. Teachers use a lot of problem & thinking skills in teaching & learning. Slide 55 2
2. Cognitive Psychology Slide 56 3
2. Cognitive Psychologist Psychologist Major Theory / Principle 1. Jean Piaget Cognitive Stages of Dev’t 2. Robert Gagne Levels of Learning 3. J.P. Guilford Structure of Learning 4. John Dewey Reflective Thinking 5. Lipman -Sternberg Critical Thinking 6. Bruner - Phenix Structure of a Subject Slide 57 4
3. Humanistic Psychology Concerned with how learners can develop their human potential. Slide 58 1
3. Humanistic Psychology Has great influence in curriculum. It believes that learners are not machines & minds are not computers. Slide 59 2
3. Humanistic Psychology Humans are biological being affected by their biology & their cultures. Slide 60 3
3. Humanistic Psychology In CURRICULUM - is more concerned with PROCESS, not the PRODUCTS; personal needs not subject matter. Slide 61 4
3. Humanistic Psychologist Psychologist Major Theory/Principle 1. Abraham Maslow Human Needs 2. Carl Rogers Freedom to Learn 3. Raths Value Clarification Slide 62 5
Slide 63